I'm presenting my 5 Ps approach to Formulation at the Teaching and Learning Conversations webinar today. This is a fab series of discussions on a variety of topics around teaching and learning which I've followed for a while, and can strongly recommend - always interesting speakers! Anyway, today's session is the latest and longest opportunity … Continue reading TLC webinar: Authentically Student-centred LD
I've been working a lot recently on formulation, an approach to one to one work borrowed from Clinical Psychology, and thinking about how we could adopt it in Learning Development practice to ensure that it is genuinely student-centred and emancipatory and that we are acknowledging the authority that the student themselves brings to their own learning. … Continue reading Juxtaposition and negotiation: a key technique in LD formulation
There are some values that are deeply ingrained in our learning development practice. One of these is that the learning development one to one should be a ‘safe space’ in which the student can openly discuss and reflect on their learning in a non-judgemental environment, empowering them in a non-directive way to take ownership of … Continue reading Whose authority?
I'm presenting today at this week's ICALLD online symposium, on the Five Ps of LD. ICALLD, the International Consortium of Academic Language and Learning Developers brings together the LDers from the UK, Australia, New Zealand and Canada, so I'm looking forward to exchanging ideas with colleagues in other countries! It's an online symposium, so I'm … Continue reading The Five Ps of LD – Conference Presentation
I wrote previously about the 5 Ps of LD model I developed as part of the training on one to one work: Presenting Problem, Pertinent Factors, Perception of Task, Process and Product. In discussions with participants on those training days, it became clear that there's a number of ways in which that model could be … Continue reading Defence against the Dark Arts of LD
One of the initial elements of a learning development one to one is establishing with the student what they hope to achieve. This is often framed around identifying the ‘problem’ or ‘issue’ – I’m sure most learning developers would rather reframe it in less remedial terms, perhaps as the "Learning Development need". However, clarifying precisely what … Continue reading The Five Ps of Learning Development
Learning Development is, amongst other things, a form of teaching, and as such, we draw constantly on the theory and practice of teachers. Many of us are qualified teachers, or have undertaken professional development on the fundamentals of teaching. And one of the first things you learn as a teacher is how to determine your … Continue reading Negotiating learning outcomes in LD